全文获取类型
收费全文 | 1085篇 |
免费 | 30篇 |
专业分类
教育 | 891篇 |
科学研究 | 30篇 |
各国文化 | 12篇 |
体育 | 38篇 |
文化理论 | 7篇 |
信息传播 | 137篇 |
出版年
2023年 | 13篇 |
2022年 | 14篇 |
2021年 | 22篇 |
2020年 | 33篇 |
2019年 | 58篇 |
2018年 | 60篇 |
2017年 | 72篇 |
2016年 | 48篇 |
2015年 | 33篇 |
2014年 | 48篇 |
2013年 | 210篇 |
2012年 | 39篇 |
2011年 | 41篇 |
2010年 | 26篇 |
2009年 | 33篇 |
2008年 | 39篇 |
2007年 | 21篇 |
2006年 | 26篇 |
2005年 | 16篇 |
2004年 | 23篇 |
2003年 | 16篇 |
2002年 | 13篇 |
2001年 | 23篇 |
2000年 | 19篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 16篇 |
1996年 | 9篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 12篇 |
1982年 | 14篇 |
1981年 | 4篇 |
1980年 | 12篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1968年 | 2篇 |
1907年 | 2篇 |
1903年 | 3篇 |
排序方式: 共有1115条查询结果,搜索用时 15 毫秒
71.
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed. 相似文献
72.
Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth. 相似文献
73.
Aubuchon-Endsley NL Grant SL Berhanu G Thomas DG Schrader SE Eldridge D Kennedy T Hambidge M 《Child development》2011,82(4):1238-1251
Male and female infants from rural Ethiopia were tested to investigate relations among hemoglobin (Hb), anthropometry, and attention. A longitudinal design was used to examine differences in attention performance from 6 (M = 24.9 weeks, n = 89) to 9 months of age (M = 40.6 weeks, n = 85), differences hypothesized to be related to changes in iron status and growth delays. Stunting (length‐for‐age z scores < ?2.0) and attention performance, t(30) = ?2.42, p = .022, worsened over time. Growth and Hb predicted attention at 9 months, R2 = .15, p < .05, but not at 6. The study contributes to the knowledge base concerning the relations among Hb, early growth, and attention. 相似文献
74.
Al Otaiba S Folsom JS Schatschneider C Wanzek J Greulich L Meadows J Li Z Connor CM 《Exceptional children》2011,77(4):453-470
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. 相似文献
75.
Ron Fisher Jillian Cavanagh Angela Bowles 《Assessment & Evaluation in Higher Education》2011,36(2):225-237
This study explores the effectiveness of an intervention involving formative assessment in a first‐year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi‐method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered. 相似文献
76.
Pamela Fisher 《Educational studies》2011,37(1):49-58
A range of initiatives to promote well‐being and empowerment have been introduced into English schools. These ostensibly support the citizenship curriculum that seeks to foster a more active and engaged populace. Whilst children are being encouraged to view their own well‐being as a personal project (and as a badge of successful citizenship), this process is being undermined by an informal curriculum of citizenship, embedded within the culture of performativity, that is promoting a climate of misrecognition within schools. This form of “symbolic violence” (that affects working‐class families disproportionately) is encroaching into the private sphere, traditionally a potential refuge providing opportunities for the development of forms of well‐being that were not dependent on institutional endorsement. It is suggested that some of the counter‐hegemonic values developed in the face of marginalisation might usefully inform issues of citizenship and well‐being in schools in ways that would encourage genuinely empowered forms of citizenship. 相似文献
77.
Lisa M. PytlikZillig Christy A. Horn Roger Bruning Stephanie Bell Xiongyi Liu Kamau O. Siwatu Mary C. Bodvarsson Doyoung Kim Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312
Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed. 相似文献
78.
79.
80.
Stephanie J Schulte 《Journal of the Medical Library Association》2011,99(4):273-279